Coxheath Primary School

Highlights from Latest Inspection

What is it like to attend this school?

Pupils are rightly proud to be a member of this inclusive, welcoming school.

Warm, caring relationships exist between pupils and staff, based on mutual respect. Diversity and difference are promoted and celebrated. Pupils are curious about different cultures and religions.

They are respectful of people's differences, ensuring that there is 'strength in diversity'.

Pupils are kind to one another. They get along well.

Peer mediators support pupils with their play and friendships during breaktimes. Pupils appreciate this guidance.

The support for pupils' emotional well-being is of a high quality.

If pupils are worried or if they have f...allen out with their friends, they can give a purple card to a trusted adult as a sign that they need to talk. Pupils know that they will be listened to. They are given the help they need.

Pupils know that how they feel truly matters to staff. Pupils particularly value the time they can spend on the school's nurture bus.

Pupils are inspired by the school's aspirational and interesting curriculum.

They have a keen appetite for learning. They respond to the high expectations of staff by working conscientiously and taking pride in their work. Their behaviour in lessons and around the school is exemplary.

What does the school do well and what does it need to do better?

Senior leaders and leaders from the multi-academy trust work together closely. They have established a culture of deep, professional learning. Staff use educational research and developmental conversations.

This supports their implementation of an aspirational and effective curriculum. Leaders are always mindful of staff workload when introducing new initiatives.

Leaders are willing to take risks in their curriculum design.

Their inspiring curriculum ignites pupils' curiosity. It instils in pupils a passion for learning and provides them with a wealth of knowledge. The school's approach to teaching art is particularly innovative.

It inspires pupils to become artists. The quality of pupils' artwork is of a high standard.

A small number of subjects in the curriculum are still relatively new.

Leaders are working on developing and embedding them. They have made a strong start. However, there is more work to do to ensure every subject is of the same high standard as the rest of the curriculum.

Teachers are knowledgeable about the subjects they teach. They explain important concepts clearly and explore pupils' understanding skilfully. The design of the curriculum helps teachers to build on pupils' prior learning well right from the start of early years.

For example, in history, pupils develop a secure understanding of key concepts such as democracy and conflict. This is because these concepts are revisited in different topics across the curriculum.

Teachers provide quizzes that encourage pupils to reflect on their learning.

This helps pupils to remember crucial content. Teachers also use this information to provide extra help for those who need it. Pupils listen attentively to their teachers.

They respond quickly to instructions and behave impeccably.Leaders have trained all staff in the new phonics scheme. Teachers plan activities that help pupils to expand their knowledge of phonics well.

Consequently, children get off to a strong start when learning to read. They have lots of opportunities to practise using their knowledge in and around the early years environment. The teaching of vocabulary is also a priority.

Adults promote this skilfully in their conversations with children. As pupils move through the school, teaching builds on this knowledge well. Pupils begin to read books of increasing complexity with confidence and fluency.

Pupils develop a genuine joy of reading.

The needs of pupils with special educational needs and/or disabilities (SEND) are carefully identified and considered. Teachers make adaptations to the curriculum.

Staff provide pupils with SEND with additional resources and targeted support, which enables them to learn successfully alongside their peers. Leaders have not always involved parents fully in the development of plans for individual pupils with SEND. This means that some parents are unclear about how the school is supporting their child, and this can be frustrating.

Leaders have recently strengthened their strategy for involving parents in this process. However, this has not yet been fully rolled out.

The school's provision for personal development is exceptional.

Leaders have carefully considered the opportunities and experiences they provide. All pupils benefit from this offer. Pupils take part in competitive sports and musical performances.

They learn to eat healthily in cooking lessons. They make a positive contribution to the life of the school and local community, for example through the work of the school's eco-council. Pupils debate and discuss important moral and ethical issues, such as war and human rights.

Safeguarding

The arrangements for safeguarding are effective.

Leaders have developed policies and procedures to keep pupils safe. They have trained all staff so that they know what to do if they are concerned about a pupil.

Leaders have developed a culture of vigilance, where pupils' welfare and well-being is everyone's top priority. Staff work together to coordinate support for pupils and their families when they need it. Leaders will work with external agencies to get additional help when necessary.

Pupils develop a good understanding of how to keep themselves safe. They are knowledgeable about internet safety and know who to talk to if they are worried.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Leaders have not yet fully embedded their ambitious curriculum.

While pupils achieve highly in some subjects, they do not yet achieve highly across the full curriculum. Leaders need to finalise their work on the curriculum so that all subjects are of the same high standard. ? Leaders have recently established a new strategy to involve parents when considering and planning support for pupils with SEND.

However, this has not yet been fully rolled out. This means that, previously, parents have not always been clear about, and have not always been able to contribute to, the individual plans for their children. Leaders need to fully implement and embed their new strategy.

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